Q1. A district requires every school to teach a new science curriculum exactly as written in the teacher guide, with no local changes allowed. Which implementation perspective does this approach best illustrate?

• (A) The fidelity perspective
• (B) The mutual adaptation perspective
• (C) The enactment perspective
• (D) The symbolic adoption perspective

Q2. Which implementation model proceeds in a planned sequence in which specialists research a problem, develop materials, and then spread them to schools?

• (A) The problem-solving model
• (B) The Research, Development and Diffusion model
• (C) The social interaction model
• (D) The concerns-based model

Q3. In a centre-periphery model of curriculum change, where does an innovation normally originate?

• (A) In individual classrooms, from which it spreads to the ministry
• (B) In parent committees, from which it spreads to teachers
• (C) In textbook publishers, from which it spreads to examiners
• (D) At a central agency, from which it spreads outward to schools

Q4. Mutual adaptation during implementation means that:

• (A) Only the curriculum changes while the school stays the same
• (B) Only the school changes while the curriculum stays fixed
• (C) Both the curriculum and the school change as they adjust to each other
• (D) Neither the curriculum nor the school changes at all

Q5. The enactment perspective on implementation gives the greatest emphasis to:

• (A) Central experts controlling every classroom activity
• (B) Parents approving every lesson before it is taught
• (C) Teachers creating the curriculum in practice through their classroom decisions
• (D) Examiners deciding what counts as the curriculum

Q6. A school identifies low reading scores as its own problem, searches for a suitable programme, and adapts it to its pupils. Which implementation strategy is this?

• (A) The power-coercive strategy
• (B) The centre-periphery strategy
• (C) The symbolic adoption strategy
• (D) The problem-solving strategy

Q7. The social interaction model of implementation stresses the role of:

• (A) Legal orders issued by a central authority
• (B) Communication networks and respected opinion leaders among teachers
• (C) Financial penalties for schools that delay adoption
• (D) Standardised tests as the only source of information

Q8. A linkage model of curriculum implementation is best described as one that:

• (A) Combines expert research and development with local problem-solving by schools
• (B) Relies only on orders from above
• (C) Relies only on classroom trial and error
• (D) Avoids all contact between developers and teachers

Q9. Which of the following is the clearest example of a top-down implementation strategy?

• (A) A single teacher experiments with a new activity in her own class
• (B) A ministry mandates a new curriculum for all public schools from a fixed date
• (C) A group of teachers shares ideas informally at lunch
• (D) A school council suggests a topic for a future project

Q10. A commonly claimed strength of bottom-up implementation is that it:

• (A) Gives every school the same teaching materials at the same time
• (B) Allows central planners to set the reform timetable more quickly
• (C) Builds local ownership because teachers help shape the change
• (D) Reduces the number of meetings needed between schools and the ministry

Q11. When a teacher follows a new curriculum guide but selects examples suited to her pupils, she is acting mainly as:

• (A) A curriculum developer who wrote the national syllabus
• (B) An examiner who sets the final test
• (C) A publisher who prints the textbook
• (D) An implementer who adapts materials within the intended design

Q12. Which headteacher action is most likely to support faithful and confident implementation of a new curriculum?

• (A) Providing teaching time, materials, training and regular classroom feedback
• (B) Publishing the new guide on the school website for teachers to find
• (C) Holding a single launch meeting at the start of the school year
• (D) Asking subject coordinators to report examination results each term

Q13. A headteacher who observes lessons on the new curriculum and discusses strengths and gaps with teachers is exercising which role?

• (A) Purely clerical administration of school records
• (B) Financial auditing of school accounts
• (C) External inspection on behalf of an examination board
• (D) Instructional leadership focused on teaching and learning

Q14. Teacher ownership of a curriculum reform is most likely to increase when teachers are:

• (A) Involved in planning and in decisions about how it will be taught
• (B) Given a detailed guide and regular training sessions
• (C) Visited regularly by a subject coordinator during lessons
• (D) Asked to report on pupil progress under the new curriculum

Q15. In a school implementing a new curriculum, a subject coordinator or lead teacher typically:

• (A) Teach every subject in the school personally
• (B) Supports colleagues with planning, resources and modelling of new approaches
• (C) Inspect other schools in the district on behalf of the authority
• (D) Write the national curriculum framework single-handed

Q16. A headteacher who protects implementation time by reducing competing demands on teachers is mainly:

• (A) Setting stricter deadlines for submitting lesson plans
• (B) Increasing the frequency of staff meetings about general administration
• (C) Managing the conditions that make change possible in practice
• (D) Introducing a new system for recording pupil attendance

Q17. In the Concerns-Based Adoption Model, a teacher who is mainly worried about how the change will affect her personally is at which stage of concern?

• (A) The impact-concern stage
• (B) The self-concern stage
• (C) The collaboration-concern stage
• (D) The refocusing-concern stage

Q18. During implementation, a teacher who notices that a planned activity is too difficult for her class and simplifies it is exercising:

• (A) Professional judgement in adapting teaching to learners
• (B) Following the guide exactly while noting which pupils struggle
• (C) Seeking advice from a subject coordinator before the next lesson
• (D) Trying the activity again with a smaller group of pupils

Q19. Which headteacher decision most directly affects whether a new subject can actually be taught as planned?

• (A) Choosing which textbook series to adopt for the subject
• (B) Deciding how the subject will be examined at the end of the year
• (C) Allocating timetable periods, rooms and qualified staff for the subject
• (D) Setting homework policy for the subject across classes

Q20. Collaborative planning by teachers during implementation is valuable mainly because it:

• (A) Allows teachers to share lesson materials more easily
• (B) Helps new teachers learn how experienced colleagues teach the unit
• (C) Gives leaders a clearer picture of how the reform is progressing
• (D) Builds shared understanding, consistency and practical solutions to problems

Q21. A teacher resists a new curriculum mainly because she fears she lacks the skills to teach it well. This resistance is best explained by:

• (A) Concern about the time needed to learn new teaching methods
• (B) Disagreement with the aims of the new curriculum
• (C) Worry about larger class sizes under the new arrangements
• (D) Fear of losing competence and confidence

Q22. Which of the following is an example of active resistance to curriculum change?

• (A) Quietly delaying the start of a new unit for a week
• (B) Asking a colleague how a new activity works
• (C) Openly refusing to use the new materials in class
• (D) Attending training but needing more practice time

Q23. Which approach is most likely to reduce resistance that comes from teachers feeling excluded from a decision?

• (A) Involving teachers in decisions about the change and its timing
• (B) Giving teachers detailed training in the new methods before rollout
• (C) Phasing the change in gradually, one grade at a time
• (D) Explaining the evidence and purpose behind the reform clearly

Q24. In Lewin’s force-field view of change, resistance is understood as:

• (A) A stage that follows unfreezing in Lewin’s model
• (B) Restraining forces that oppose the driving forces for change
• (C) A reaction found mainly among experienced teachers
• (D) A sign that the driving forces for change are too weak

Q25. In Lewin’s three-stage model, the unfreezing stage is mainly concerned with:

• (A) Making the new practice permanent and routine
• (B) Writing the final evaluation report
• (C) Creating readiness by showing why the old practice needs to change
• (D) Punishing teachers who keep old methods

Q26. Refreezing in Lewin’s model means:

• (A) Stabilising the new practice so it becomes the normal routine
• (B) Returning to the old practice after a trial
• (C) Stopping all training once a pilot ends
• (D) Forgetting the reasons for the change

Q27. When teachers resist because they do not understand the benefits of a new curriculum, the most direct remedy is:

• (A) Extra training in the new teaching methods
• (B) Clear communication of its purpose, evidence and expected benefits
• (C) Stronger sanctions for teachers who do not comply
• (D) Delaying the rollout until the next school year

Q28. A school reduces resistance linked to extra workload by phasing in a new curriculum one grade at a time and providing ready-made materials. This strategy mainly addresses:

• (A) Teachers’ concerns about new assessment methods
• (B) Pupils’ reactions to unfamiliar classroom activities
• (C) The cost of printing the new textbooks
• (D) Practical burden and feasibility concerns

Q29. Cultural resistance to a curriculum change occurs when the change:

• (A) Requires teachers to use unfamiliar teaching methods
• (B) Clashes with the established values and norms of a school community
• (C) Changes the subjects offered in the school timetable
• (D) Introduces assessment methods teachers have not used before

Q30. Habit is a source of resistance because:

• (A) Teachers find it difficult to remember new procedures under time pressure
• (B) Teachers doubt whether leaders will support the new method long term
• (C) Familiar routines feel comfortable and safe, even when they are less effective
• (D) Teachers lack training in the new method

Q31. The main purpose of pilot testing a new curriculum is to:

• (A) Try it on a small scale to identify problems before full implementation
• (B) Train a small group of teachers in the new methods
• (C) Compare results from schools using different textbooks
• (D) Gather evidence about pupil progress over one school year

Q32. For pilot results to be useful for wider decisions, the pilot schools should be:

• (A) Schools with experienced subject coordinators
• (B) Schools that volunteered early for the reform
• (C) Schools in one region where support is readily available
• (D) Representative of the range of schools that will later use the curriculum

Q33. A pilot test is most likely to reveal which kind of problem?

• (A) Practical problems such as shortage of time, materials or teacher preparation
• (B) Whether pupils’ final examination scores improve over several years
• (C) How the curriculum compares with curricula used in other countries
• (D) The future career choices of pupils who complete the course

Q34. Dissemination differs from implementation in that dissemination is mainly about:

• (A) Putting the innovation into regular classroom use
• (B) Evaluating pupils at the end of a course
• (C) Writing national examination papers
• (D) Spreading awareness and information about an innovation

Q35. Which dissemination method is most likely to help teachers understand a new teaching approach?

• (A) A series of lectures explaining the theory behind the approach
• (B) A detailed written guide with examples for teachers to read
• (C) A demonstration lesson followed by discussion and practice
• (D) A workshop led by the curriculum developers for school leaders

Q36. When judging a pilot, which combination of evidence is most appropriate?

• (A) Pupil learning and examination results at the end of the pilot
• (B) Pupil learning, teacher feasibility, costs and pupil and teacher reactions
• (C) Teacher reactions and the cost of the new materials
• (D) Pupil learning and teacher views on the new activities

Q37. Why is it useful to pilot a curriculum in schools with different resources and pupil backgrounds?

• (A) Compare examination results between well-resourced and poorly resourced schools
• (B) Identify which schools need the most training before rollout
• (C) Gather views from teachers working in different kinds of schools
• (D) To test whether it works under varied real conditions, not only favourable ones

Q38. A common reason dissemination fails is that:

• (A) Teachers are given new materials without time to plan how to use them
• (B) The innovation is introduced in too many schools at once
• (C) Teachers receive information but no training, materials or follow-up support
• (D) Teachers receive training only after the new curriculum has started

Q39. After a successful pilot, scaling up a curriculum responsibly requires:

• (A) Training, materials, timetabling and monitoring for all adopting schools
• (B) Training for lead teachers, who then train colleagues in their schools
• (C) Materials and timetabling for adopting schools, with monitoring added later
• (D) A phased rollout beginning with schools that piloted the curriculum

Q40. The feedback loop from a pilot test is valuable mainly because it allows developers to:

• (A) Decide which schools should adopt the curriculum first
• (B) Revise the curriculum before it is adopted on a wide scale
• (C) Report pilot results to the education authority
• (D) Plan training for teachers in adopting schools

Q41. In Tyler’s objectives model, the starting point for curriculum planning is:

• (A) Writing the final examination paper first
• (B) Defining educational objectives drawn from learners, society and subject matter
• (C) Choosing a textbook publisher
• (D) Deciding the school uniform policy

Q42. Tyler’s model is organised around four fundamental questions. Which set correctly lists them?

• (A) Textbooks, timetables, salaries and buildings
• (B) Admission, attendance, discipline and fees
• (C) Purposes, learning experiences, organisation of experiences, and evaluation
• (D) Reading, writing, arithmetic and art

Q43. In Tyler’s model, an objective that fails the philosophy or psychology screen is:

• (A) Kept anyway, since every suggested objective must be included
• (B) Passed to an examination board to decide its fate
• (C) Stored for use in a later, more advanced course
• (D) Rejected, or revised until it passes the screens

Q44. In Stake’s countenance model, antecedents refer to:

• (A) Conditions existing before teaching begins, such as pupil background and teacher preparation
• (B) Interactions between teachers and pupils during lessons
• (C) Outcomes measured after teaching ends
• (D) Judgements made by external examiners only

Q45. In Stake’s countenance model, transactions refer to:

• (A) Conditions that existed before the programme started
• (B) The final examination results alone
• (C) The encounters and interactions that occur during teaching and learning
• (D) The budget allocated before the programme began

Q46. In Stake’s countenance model, outcomes refer to:

• (A) The textbooks ordered before teaching starts
• (B) The classroom discussions during a lesson
• (C) The qualifications teachers held before appointment
• (D) The effects of a programme on pupils and others after teaching

Q47. A distinctive feature of Stake’s countenance model is its attention to:

• (A) Both intended and observed antecedents, transactions and outcomes
• (B) Intended antecedents, transactions and outcomes only
• (C) Observed outcomes and judgements about the programme’s worth only
• (D) Intended transactions and outcomes, without considering antecedents

Q48. In Stufflebeam’s CIPP model, context evaluation mainly asks:

• (A) What results did the programme achieve at the end?
• (B) What needs, problems and opportunities should the programme address?
• (C) How well is the programme being carried out day by day?
• (D) Which teaching method is cheapest to buy?

Q49. In the CIPP model, input evaluation mainly asks:

• (A) What were the final outcomes for pupils?
• (B) What resources, strategies and alternative approaches are available?
• (C) How are teachers interacting in lessons?
• (D) What did parents think after the programme ended?

Q50. In the CIPP model, process evaluation mainly asks:

• (A) What needs existed before the programme began?
• (B) What alternative programmes could have been chosen?
• (C) What are the long-term effects on the whole education system?
• (D) How is the programme actually being implemented, and what needs adjusting?

Q51. In the CIPP model, product evaluation mainly asks:

• (A) What results were achieved, and should the programme continue, change or end?
• (B) What needs existed in the community before planning?
• (C) What resources were available at the start?
• (D) How were lessons delivered each week?

Q52. Which CIPP decision is most closely linked to context evaluation?

• (A) Structuring decisions about programme design alone
• (B) Implementing decisions about day-to-day delivery alone
• (C) Planning decisions about goals and priorities
• (D) Recycling decisions based only on final results

Q53. Kirkpatrick’s Level 1, Reaction, measures:

• (A) How much knowledge participants actually gained
• (B) Whether participants apply learning in their real work
• (C) What organisational results followed the programme
• (D) How favourably participants respond to and feel about the training or programme

Q54. Kirkpatrick’s Level 2, Learning, measures:

• (A) The knowledge, skills or attitudes participants gained from the programme
• (B) Whether participants enjoyed the training sessions
• (C) Whether school examination averages rose years later
• (D) How much the programme cost to deliver

Q55. Kirkpatrick’s Level 3, Behaviour, measures:

• (A) Whether participants liked the trainer
• (B) What participants knew before the programme
• (C) Whether participants apply what they learned in their actual work setting
• (D) The total budget spent on the programme

Q56. Kirkpatrick’s Level 4, Results, measures:

• (A) Participants’ immediate enjoyment of a workshop
• (B) The wider organisational outcomes, such as improved pupil achievement or school performance
• (C) Scores on a test given at the end of training
• (D) Observation of a single lesson the next day

Q57. When a pilot unit is formatively evaluated, its success is judged mainly against:

• (A) The final examination results achieved after the programme is fully rolled out
• (B) Whether it produces higher marks than neighbouring schools
• (C) whether it meets its intended objectives and whether its teaching process works well in practice
• (D) Whether the unit can be adopted unchanged for every school in the country

Q58. An education authority that commissions a summative evaluation of a new curriculum mainly wants the results to:

• (A) Provide a public account of what the programme achieved and whether it merits continued funding
• (B) Help teachers adjust next week’s lessons during the pilot
• (C) Diagnose the learning difficulties of individual pupils
• (D) Choose which textbook chapter to teach first

Q59. Which is the clearest example of formative curriculum evaluation?

• (A) Publishing a final report recommending national adoption
• (B) Using pilot feedback to revise units before wider rollout
• (C) Comparing final examination results across districts after five years
• (D) Deciding to discontinue a programme after its full run

Q60. Which is the clearest example of summative curriculum evaluation?

• (A) A teacher adjusting an activity after noticing pupil confusion
• (B) A developer rewriting a unit after a tryout
• (C) A trainer changing examples during a workshop
• (D) A final evaluation report to an education board on whether to adopt a programme nationally